To the young teacher. First lesson: how to cope with anxiety? Planning an open lesson

Open lessons are always a challenge, and above all for the teacher.

Of course, it is impossible to cover all facets of this process in one article, since much depends on the subject, the level of training of the class, and technical capabilities.

Preparing for an open lesson

It is best to start preparing for an open lesson with the following steps:

1. Selecting a topic. It is advisable that the topic is not extremely complex. You can guess so that you get a topic that interests you. Deviation from the plan by 2-3 steps forward or back is not critical and is allowed.

2. Preliminary work with the class. It's good if you already know the children. If in doubt, it is better to conduct mini-testing in the following areas:

A) students’ knowledge of the subject and previous topics.

B) psychological diagnostics of the class: identifying sanguine people, choleric people, phlegmatic people. Knowing this, it will be more convenient for you to divide students into groups and prepare personal assignments. So, for example, choleric people are activists who will be “eager to fight.” It is better to offer sanguine people something calm, while phlegmatic people will delight you with well-coordinated work.

There are plenty of psychological tests on the Internet, or you can also connect a school psychologist who will tell you which of the children can cope with anxiety when answering at the board, who is better to ask from the seat, and who to give a written task.

3. Never replay a lesson with your children in advance. Don't coach them! Believe me, the lesson will only work when the children's eyes light up. And if they know everything in advance, you won’t get any interest from them. And such lessons are calculated immediately, which, of course, harms the overall impression.

4. Prepare a self-analysis of the lesson. Consider and justify the presence and effectiveness of each stage of the lesson, the methods and techniques you used. This will allow you to “cut the rug out from under the feet of the inspectors,” since you yourself will indicate in advance what was successful and what needs improvement.

5. You should not include in the lesson types of tasks that are unusual for students. It will take more time to explain. It’s good if students already know how, for example, testing is carried out, what needs to be done during a quick survey, what are the conditions for holding competitions, etc. That is, such tasks should be included in previous lessons so that the children get the hang of it.

Open lesson plan

Whatever lesson plan you draw up, it is important that all the necessary stages are present in it: checking homework, updating, reflection, grading, determining homework for the next lesson. Trustees can make a comment, even if you, in your excitement, forget to mark those absent from class in the journal.

As for the main stages, it all depends on the form of the lesson and the goals of the lesson. More on this later.

1. Determine the objectives of the lesson. The more details, the better. This will make it more convenient for you to place emphasis in the process. For example, the goal: to introduce students to the biography of Tolstoy. Naturally, there should be a stage in the lesson where this very biography is presented (in the form of a lecture, presentation, oral report from one of the students, etc.)

Or goal: to develop the ability to work in groups. This means that there must be group work. If patriotic education is mentioned in the goals, then a minute of conversation about love for the Motherland should also be included.

That is, in essence, your goals are the components of the lesson that need to be combined into a single form.

2. Be sure to time the lesson. In your notes, indicate how much time you plan to spend on each step of the lesson. This will allow you not to get too carried away and maintain dynamism.

3. Don't spend a lot of time on independent work. This is a common mistake that reduces the effectiveness of the lesson. For example, you plan to allocate a few minutes to complete a task. At this time, while others are working, call someone to the board. In general, there should be no silence in the classroom!

Forms of open lessons and important details

Much depends on the type of lesson: will it be a lesson in gaining new knowledge, consolidating a covered topic, or repeating an entire section. The last two are the most advantageous, as they leave more room for imagination.

The easiest way is to choose a non-standard lesson form: a travel lesson, a debate, a conference, a performance, a game lesson, KVN, a trial lesson, etc. Such lessons look brighter and allow you to accommodate all the necessary stages. And remember, your lesson will benefit if you choose a form that most clearly demonstrates the students' level of preparation. The more the children themselves talk, the better!

If you opted for a traditional lesson, it’s worth including some non-standard elements: a mini-game, an auction, testing.

A lesson format that involves dividing the class into groups works well. The element of competition always brings dynamics. In another case, be sure to think about the type of task that would divide the class into groups, pairs, or triplets.

Without the use of TO, any open lesson now, alas, looks archaic. Preparing a presentation for your lesson is not a problem. If you are not comfortable with technology at all, you can also use the Internet.

By the way, instead of a presentation, you can prepare slides with tasks and use the computer throughout the lesson. The same tests, for example, can be displayed on the monitor screen. By the way, this also saves time.

But you cannot replace all didactic material with a computer. There must also be handouts, visual and demonstration materials. For example, even if you have prepared a superb presentation on the biography of a writer, his portrait hung near the board will only add points.

Another mistake that young teachers often make is when there is clarity, but it doesn’t work. For example, they hung up a table of logarithms, but did not refer to it even once during the lesson. It is not right. Do not forget about the principle: “If a gun is hanging on the wall, it must fire.”

Another rule is a mandatory connection to life, to modernity. No matter what subject you teach, the lesson will be incomplete if there is no practical connection to everyday life.

And finally, I would like to remind you that open lessons are held for colleagues to share their accumulated experience with them or demonstrate their skills before the commission. In this regard, it would be nice to provide some materials to the lesson guests. In addition to the supporting notes, you can prepare notes in which you can separately indicate: what methods were used in the lesson, what techniques, prepare samples of handouts and didactic materials, a list of literature used, a brief statement of your vision of teaching this topic. This will only increase the grade of the lesson.

Do you want students to rush to your lessons and be ready to study your subject for days on end?

Then it’s worth taking into account the wonderful statement of Anatole France: “ Knowledge that is absorbed with appetite is better absorbed".

Now let's talk about how to put this advice into action.

Of course, the best way is to conduct non-standard lessons. But this method does not always work. Agree, it is difficult to find non-standard ways of explanation and reinforcement for absolutely every topic. And the methodology does not recommend getting carried away with non-standard lessons.

But there are several components that will help you diversify any lesson.

1. A spectacular start is the key to success. Always start the lesson in an unusual and interesting way. This is the moment when you can use non-standard methods "to the fullest." For example, instead of a boring homework survey, hold a blitz tournament, mini-test, organize a contest, competition. If the topic is new, then you can start the lesson with some intriguing messages, interesting facts on the topic.

2. Be sure to plan the lesson based on the individual characteristics of the students. Any task should be planned in such a way as to take into account different difficulty options. This way you will involve not only activists, but also lagging students who often simply yawn in class. Find something for everyone!

3. Use technology! Believe me, a presentation telling, for example, the biography of a writer or the properties of iron, will be remembered much better than a monotonous explanation.

4. Include game elements. Always and in any class! Even high school students enjoy joining the game.

5. Break stereotypes! Do not force lessons into the usual framework: lecture - survey. Try constructing the lesson differently. Students' lack of interest is often due to the fact that they know all the stages of the lesson in advance. Don't follow patterns.

6. Involve students in explaining a new topic. Searching for information on your own reinforces knowledge more than listening to a ready-made explanation. Let them work hard! This can be done at the preliminary stage by giving the task to find some information on a future new topic. Or during the lesson, turning to the life experience of the students themselves.

7. Behave outside the box! Are you used to explaining a topic while standing at the blackboard? Try giving a lecture while sitting on a chair in front of the class. If you always wear a business suit, try wearing a bright sweater next time.

You can give an example of one of the brightest teachers, a teacher of literature. For example, when there was a lecture on the works of Mayakovsky, the teacher came to class in a yellow jacket. By the end of the lesson, all the students remembered that the futurists loved shocking things. And this teacher came to a lesson on the biography of Gogol in a Ukrainian shirt. The effect was amazing. Such lessons are remembered for a lifetime!

8. Keep a few unusual, even shocking questions, comments, and riddles in stock. If you notice that during the lesson students are starting to get bored and distracted, it’s time to change the topic and take a break. An unexpected question will always help to activate attention.

And finally - replenish your methodological piggy bank. You can learn interesting techniques and methods from your colleagues. And the World Wide Web offers a lot of material for every subject, for every year of study. Believe me, the search for non-trivial solutions and methods is a fascinating thing.

The last celebrations of graduates of pedagogical universities have died down, and the bravest students who chose the path of teaching rushed to conquer the heights of teaching. They are young, energetic, full of enthusiasm and maximalism that has not yet gone away. They happily take on complex tasks and try to understand the specifics of the structure of the chosen educational institution.

However, with the beginning of the new school year, the flow of work activity becomes more and more stormy. During this difficult time, a young teacher may make mistakes that can turn into quite big troubles in the future.

1. No need to be afraid of children

Beginning teachers, as a rule, do not have experience communicating with students of different ages. Therefore, it is very important to choose a certain manner of behavior with children in advance. You need to have a clear idea of what kind of teacher you would like to appear in the eyes of your students. There is no need to be shy or babble - speech should be clear with clear accents. You can't hide or look away - eye contact is necessary for more successful networking. Slouching, putting your hands in your pockets, or exhibiting other insecure behavior is discouraged. If students sense your fear from the first lesson, this can be the beginning of a very difficult relationship between students and teacher.

When I came to school, the head teacher of educational work gave exactly this advice: “don’t let them feel your fear.” It sounds a little strange and exaggerated, but it was very useful to me. I clearly remember my first lessons: my heart was pounding, my voice was hoarse, my palms were wet with excitement. Even my own name slipped out of my head. But it was precisely the phrase of an experienced teacher about fear that did not allow me to shamefully desert from the office. I straightened my back, cleared my throat, raised my head, took a deep breath and let the first batch of students into the classroom. They sat down, staring at me with curiosity.

Their eyes carefully scanned my every movement. Children, by the way, are excellent, but very cruel psychologists.

I sighed and began to speak confidently. The analogy about a negotiator with terrorists kept popping into my head - I also politely but adamantly put forward demands. We immediately set the rules: do not test my patience. From three comments about their behavior - the diary is on the table. Two more warnings - I’m writing a comment for parents. If the fun continues in the lesson, then I give a “pair” after the control question about the material covered. And none of the students ever had any complaints if I carried out similar actions in the future - after all, they themselves agreed with them at first.

But I didn’t limit myself only to demands - that would be destructive. We came to a compromise: they can always come to me and retake the material, correcting their grades. Moreover, I promised that at any time at school I could explain the material to them if they did not understand something. Demand increased significantly at the end of the quarter, but there were practically no hard feelings.

2. Don't be afraid to make mistakes

A teacher is not a robot or a machine. There is no need to immediately try to convince students that you are completely right and infallible. When introducing yourself in class and reading out the names, apologize to the children in advance for the fact that you may pronounce them incorrectly. Also, you should not take it with hostility if one of your students makes comments to you about teaching the material. Teach them to justify their point of view.

If you bend your line for a long time, you will get a complete parallelepiped.

A young teacher already has enough stress - there is no need to aggravate this by the fact that his reputation will be ruined by someone’s offended recommendations, in the style of “what kind of teacher is he - she doesn’t know anything!” There is no need to stubbornly show students that you are older and know more than them. This will cause a negative and completely natural desire to prove the opposite.

If suddenly someone starts to bully you during a lesson about the material, listen politely to him and ask him to defend his point of view. The child will feel that he is treated as an equal and will no longer have the desire for confrontation.

3. Show respect

You will not be respected if you behave disrespectfully. Do not show disdain or arrogance, do not shout until you are hoarse - you will not be heard. Only clear, polite and reasoned speech, as if you were talking to an adult. Don't forget about wonderful words like "thank you" and "please." You should not put all your requests in the form of an order.

I had Artyom, a fifth grade student. He was a new student who missed the first two weeks of school due to family reasons. Accordingly, when he came to school, it was stressful. For all. Artyom looked larger than his peers, but in mental development he was slightly inferior to the others. He desperately wanted to be accepted by his classmates and teachers. When this did not happen, the poor boy found very radical methods to attract attention to himself: from completely ignoring comments to throwing his vomit at his classmates.

The teachers gave up on him, Artyom’s parents practically settled in the school, and his classmates avoided him more and more diligently. I admit, at first it was also difficult for me to talk to him in class and explain what he could and could not do. Obeying an impulse, I started screaming. But I intuitively realized that this only strengthens the wall of misunderstanding. And I started talking to him like an adult: “Artyom, be so kind as to move to another seat, please.”

Politeness really works wonders. The child obediently stood up and changed seats.

“Artyom, please be a little quieter, I’m very tired and my head hurts,” he nodded and fell silent. Then he began to give me his drawings, he was always polite and was not afraid to come up and ask something. I was the only teacher at school who never called his parents or complained about him to the head teacher or other teachers.

4. Keep your distance

Don't get too close to your students. Immediately after college, as a rule, the age difference is small, especially for high school students. Remember that many of your actions and words can be reinterpreted and passed on to other teachers, administration or parents in a completely distorted form. You cannot close yourself in the office with students; it is better to keep the door open.

Avoiding students is also not a good idea - it can alienate children. Know when to stop and choose the golden mean.

Nowadays, schools are attended by a variety of children from a variety of families. There are also very religious people among them who have their own perception of moral standards. Among my students was Grisha, who was the son of a parishioner of a local church. The boy went to school with a Bible and, instead of repeating material, preferred prayers, which his mother indulged in every possible way. As a result, Grisha consistently got 5-6 deuces in each quarter. But my mother did not believe that prayers worked worse than homework, so, in her opinion, the teachers were to blame for everything.

I also got it for... my collarbones! I didn’t allow myself to wear things that were too revealing, but the boat neckline seemed too deep to Grisha’s mother. She explained her assessment of her son to the school principal as follows: “our new teacher’s smiles, jokes and collarbones kindle a fire in her son’s loins and he cannot concentrate.” The conversation was passed from mouth to mouth, giving rise to a lot of gossip and not very adequate judgments, fraying the nerves considerably.

5. Don’t take everyone’s word for it.

No matter how cute, sweet and innocent the students may be at first glance, you cannot take their word for it. Secure any of your actions with entries in your diary, duplicating them in an electronic journal. Especially when it comes to grade correction. If you identify a problem with a particular child, immediately notify the parents about his “successes.”

In the future, this will protect you from various kinds of claims from parents and school administration.

I had a sixth grade student, Sashenka. A quiet, modest girl who always shyly lowered her eyes when I asked her. For a long time I wrote off unintelligible answers about unfinished homework as hyper-shyness, until my ward began to become impudent right before my eyes. Modesty did not prevent her from talking in class and writing notes, and her notebook remained almost pristinely clean.

By the end of the second quarter, Sashenka had a deuce. About three weeks before the end of the semester, I started scheduling her retakes. Gave additional homework assignments. Having received one B, Sashenka calmed down and continued to do nothing. I waited until the last minute to give the assessment, believing that tomorrow it would definitely come on its own. She never came. And the couple’s mother was very surprised.

The story continued, so we move on to the next point.

6. Keep records

Don't forget to type in All data in an electronic journal, put grades in a diary and a paper journal, do not give children their tests and tests. Keep separate folders for each class and put pieces of paper there. Give them to parents at a parent-teacher meeting.

Sometimes it seems that compliance with points 5 and 6 borders a little on paranoia, because it is very difficult to combine sincerity, enthusiasm, ebullient energy and such bureaucratic control. But in our time, when the teacher is to blame in the most absurd situation, it is better to play it safe once again.

Let's return to the story about Sasha. After my unsuccessful attempts to force the child to study somehow, communicating with the class teacher and talking about how important it is to make efforts, the girl still preferred to do nothing at home and write test papers in transliteration (for example: instead of a simple English word “ milk" wrote the ponderous "moloko"). When all the deadlines were over, I, not without regrets, gave her a D in the quarter.

What started here... The student’s mother turned my third quarter into a complete hell. As it turned out, Sashenka persistently threw out all the “test” papers, tore out pages from the diary, and always told her mother that everything was fine and she could handle everything. It was a complete surprise for the mother that her daughter had a couple in a quarter. With righteous indignation, she went to the director to demand a review of the assessment, my qualifications and consideration of the option of dismissal.

Due to my inexperience, I preferred not to solve problems only with parents, but to negotiate with students personally.

In addition, it was possible to fill out the electronic journal once a week, because it was accessible only in the computer science office, where it was not always convenient to come. Now the school administration demanded a revision of the assessment, fearing for statistics and reputation. Commissions from the Regional Educational Institution began to come to my lessons; the director decided to take control of the educational process. Before entering the school, in front of all the students, I had to submit my lesson plans, written down to the smallest detail, for her to check. I paid in full for my cool attitude towards the bureaucracy.

I don’t remember how many valerian tablets I took, but it taught me to scrupulously collect every piece of paper with a vocabulary dictation, every notebook with tests, and put all the marks in the electronic journal, even those written in pencil in the journal. I had to develop immunity to the insults of students who had to explain to their parents why the “2 in pencil” was in the electronic journal.

I graduated from the pedagogical university only 3 years ago and I have very fresh memories of my first year of teaching. If someone had told me about these simple rules, I would have been able to avoid many problems, which would have made the start of my teaching life much easier.

While observing all these rules, I sincerely wish you not to overdo it and maintain your love for teaching. Do not become hard-hearted ahead of time; children at all times need those who can instill a love of knowledge and teach them the basic skills of ethical behavior. Good luck!

Many novice teachers and student trainees at pedagogical universities experience fear of the student audience, uncertainty in their communication capabilities and doubts in their ability to establish contact with the class and position themselves as a teacher. If a young teacher fails to mobilize and gather his courage, even a methodically correctly designed lesson may be in danger of failure. And students can interpret the teacher’s timidity and indecisiveness as insufficient professionalism and lack of necessary competence.

It is necessary to prepare for the first lesson from the first day of study at a pedagogical university. Psychological preparation is very important; it is necessary to participate in a variety of scientific conferences, where students can observe and practice techniques for working with an audience. To cope with the fear of public speaking, it is useful to participate in student amateur performances, KVN, competitions, and even simply ask questions to the teacher during a lecture.

Lesson preparation

Confidence is usually boosted by the presence of the following components of a good lesson:

An impeccable appearance, which naturally begins with the bathroom and hygiene procedures. This point should not be underestimated, because... Students always evaluate the teacher’s appearance and are quite critical of existing shortcomings. Some error, an awkward detail can become the reason for the teacher to have a nickname and a reason for ridicule. The optimal suit for a man is a classic business suit with a tie; for a woman - a formal suit with a skirt or trousers.
Knowledge of your subject (or, in extreme cases, good knowledge of the topic of the lesson). According to research, a teacher’s erudition and deep knowledge of his subject are more important for students than his personal characteristics. Students respect teachers who are well versed in their subject, and prefer strict and demanding teachers who have a broad outlook and supplement the material from the textbook with interesting facts.
A well thought out and memorized lesson plan. While experienced teachers may be able to give general outlines of the lesson flow, beginning teachers are encouraged to think through all the steps of the lesson (including expected student responses) and the time allotted for each step. It is useful to have in stock several additional game exercises on the topic of the lesson in case the tasks provided for in the outline plan are exhausted long before the end of the lesson.
Good diction. All the previous points will be of little use if the teacher does not control his voice and speaks too quietly, indistinctly, slowly or quickly. Increasing or decreasing the volume of speech, pausing, and emotionality helps to draw attention to important moments of the lesson, awaken the interest of students, create an appropriate mood, establish discipline, etc. Don’t be lazy to rehearse all or some aspects of the lesson in front of a mirror or a fellow student.

So, you have put yourself in order, repeated the topic of the lesson again, read additional literature, thought through and prepared an excellent lesson plan, rehearsed everything and are standing on the threshold of the classroom, armed with knowledge, enthusiasm and a pointer. What to do next, how to behave, what to pay attention to?

Conducting a lesson

Entering the classroom, first impression. This point is very important; excessive fussiness and haste will not add weight to you in the eyes of students. Enter with dignity, place your magazine and bag on the teacher's desk and chair, and get the students' attention (by clearing your throat, lightly tapping the table, etc.). Use a nod or a glance to indicate to students that they should stand and greet you. Do not neglect this moment and perceive this ceremony as a due and indispensable sign of respect. Moreover, it puts you in a working mood and helps establish the necessary subordination.
Acquaintance. If this is your first meeting with the class, introduce yourself (last, first and middle names), write your first and middle names on the board. To relieve tension, first tell us about your requirements, rules of work in the lesson, grading criteria, and touch on organizational issues. For the first time, in order to quickly remember your students, ask them to write their names on cards (it is better to prepare them in advance so that the students do not have to tear out sheets of paper from their notebooks, and you do not have to waste time at this moment) and place them in front of you on the desk. Students love it when the teacher calls them by name. You can get creative and prepare exercises to break the ice and get to know each other better.
Working style. Do not try to immediately become friends with your students; for many teachers, this not only prevents them from objectively assessing the knowledge of their “best friends,” but in some cases can lead to disruption of the lesson. You should not be liberal, “flirt” with students, or promise rewards for good behavior and excellent studies: these are the students’ responsibilities, and the reward is a mark. Avoid familiarity and familiarity in your relationships with children.
Under no circumstances try to gain authority by intimidating and humiliating students, suppressing them with your authority and know-it-all attitude. Do not try to “catch” students on trifles and do not abuse unsatisfactory grades (the grades you give first of all to yourself as a teacher) - this is a sign of inexperience and incompetence.
When taking a break from work to give students a break from work, do not tell jokes under any circumstances; it is better to prepare an educational story or an easy game in advance, provided that you can return discipline to the class after the game. If you are not sure, then it is better to conduct a traditional physical education session.
When marking, comment, first be sure to praise for the effort, and then briefly express your comments.
When finishing a lesson, do not shout homework after the children: they must wait for your permission before leaving the class.
Be sure to fill out the log, according to regulatory requirements, write down the date of the lesson, topic, and homework. As experienced teachers joke, you may not give a lesson, but you must write it down!

Sheveleva E. G.,

Mathematic teacher

How to conduct a quality lesson.

The lesson objectives must be specific and observable during the lesson. The goal must permeate the entire course of the lesson from beginning to end..

The teacher must confidently (professionally) master the educational material:

use the conceptual apparatus freely, present educational material calmly and without tension;
present the material in an interesting and captivating way;
do not shy away from answering difficult questions, encourage them to be asked.

The teacher must demonstrate correct, expressive, clear, precise, concise, appropriate speech.

It is not permissible for a teacher to interrupt a student in a lesson, show rejection, irritation, anger, or impose his point of view.

Establish and use connections with other objects.

It is appropriate to use social experience (personal, family, other people, countries, peoples).

Use handouts: cards, study guides, illustrations, tables, diagrams, etc.

Use dynamic teaching materials: audio, video, computer demonstrations, devices, etc.

When submitting homework, you can use assignments from three levels of education:

state standard (minimum level);
school;
individual component.

Encourage (with remarks or marks):

if students use facts from other areas of knowledge;
voluntary expression by students of their opinion about something.

Offer tasks that develop intuition, creative imagination, emotional and sensory perception.

Pay attention to the quality of students’ speech. Not only speech with errors should be celebrated, but also good examples of speech.

It is necessary to finish the lesson on time. After the bell rings, most students do not perceive the teacher’s information well.

Lesson Plan

Specific Lesson Plan- this is a personal matter for the teacher; he has the right to independently work out his own plan model, which is convenient and useful for him.

But five points must be reflected in the plan:

The goals and objectives of the lesson with specific instructions on what students should remember, understand, master, and what skills to develop.

The topic of the lesson and the plan for its presentation. This part of the plan is compiled arbitrarily, at the request of the teacher: in the form of plan points, theses, text of assignments, solutions to problems, formulas, etc.

Poll questions are essentially topic cues, the main thing that attracts students' attention. You can't rely on memory. Questions (tasks, assignments, cards) are prepared in advance and solutions and options are immediately attached.

Assignments for independent work and consolidation (questions, paragraphs of the textbook for reading, exercises, examples).

Homework assignments indicating how long it will take to complete them.

Lesson Plan - this is a plan for a particular section of the topic, therefore it is believed that the teacher can use the same, but adjusted plans. The requirement to draw up plans for each lesson in each class (even on the same topic), especially in duplicate, according to a single (often complicated) scheme only leads to overload of the teacher.

First of all, the teacher needs to effectively organize preparation for the lesson. If a teacher plans not individual lessons, but a whole topic, then in this case he significantly saves his time on preparation, improving its quality.

You can suggest the following technology for preparing the topic (according to A. Gin). You need to prepare as many sheets of paper as there are lessons in the topic. Plan all lessons in parallel in an overview.

Approximate sequence of actions:

Base sheet. A “Basic Control Sheet” is being prepared. In the graduating class, it is better to formulate basic questions in accordance with the programs for applicants to universities.
Props. Props are planned: visual aids, books, experiments, etc.
Student participation.How will active student participation be organized? For example, what reports will they prepare?
Organization of repetition of previously studied topics.In what lessons and in what form is repetition organized?
Control. In what lessons and in what form should control be organized?

The topic as a whole is planned. Inscriptions appeared on the sheets with the corresponding lessons. Now it’s time to plan individual lessons. The stages of the lesson can be implemented using various techniques or a combination of them.

Example of a “Lesson Designer” table:

Main functional blocks
Lesson sections
A. Start of the lesson	Intellectual warm-up or simple survey (on basic questions)	"Traffic light"	Gentle survey	Ideal survey	Discussion of d/z implementation
B. Explanation of new material	Attractive goal	Surprise!	Press conference	Question to the text	Report
B. Consolidation, training, skills development	Catch the mistake	Press conference	UMS	Business game "NIL"	Training test
D. Repetition	Your own support	Free support	Your examples	Poll-result	We are discussing d/z
D. Control	Chain polling	"Traffic light"	Silent poll	Programmable polling	Factual dictation
E. Homework	Array assignment	Three levels of homework	Special task	Ideal assignment	Creativity works for the future
G. End of lesson	Poll-result	Delayed guess	The role of "psychologist"	The role of “summing up”	We are discussing d/z

Using the “Lesson Designer” table as a universal cheat sheet, the teacher, in accordance with his goals, creates a formula (diagram, structure) for a specific lesson. Each teacher can have his own constructor. Teacher creativity is the norm of a healthy society. Pedagogical techniques are a creative tool. The techniques listed above can be discussed in A. Gin’s book “Techniques of Pedagogical Techniques: Freedom of Choice. Openness. Activities, Feedback. Ideality".

A technological map can be defined as a form of teacher planning of the educational process, combining traditional thematic planning with lesson planning. Its essential characteristic is the presentation of the educational process at the level of technology - at the level of design and construction, including a description of the actions of the teacher and students. Description of the educational process at this level allows us to consider the technological map as the basis for managing the educational and cognitive activities of students both by the teacher and the students themselves.

Planning control using a map that is drawn up for the entire topic, and even before starting to study the topic, the teacher compiles the texts of test papers. The teacher identifies all educational units (terms, facts, concepts, rules, laws), then determines at what level each of the educational units will be studied.

Each educational unit is subject to control.

If students are identified who have difficulty mastering knowledge at the standard level, the teacher will organize help for them right here in the lesson.

Based on the technological map, the nature of interaction between the school leader and the teacher changes. To do this, the head of the school, together with the teacher, structures the educational material, develops various options for students to master the educational topic, and determines control lessons at which the head of the school can be present. If necessary, using a technological map, the school head can provide methodological assistance to the teacher and identify the reasons for the teacher’s low performance.

The technological map provides for planning the acquisition of knowledge by students, the formation and development of their special and general skills at a certain level.

There are several examples of maps.

Example 1

Technological map No. n Class

On topic: (section topic)

Lesson number on topic
Lesson topic
Lesson Objectives
Type of training sessions
Updating the topic
Learning new material
Consolidation and application of knowledge
Teacher control
Homework

Example 2.

Approximate form of a technological map

(according to T.I. Shamova, T.M. Davydenko)

Lesson number in the course
Lesson number in topic
Lesson topic
What the student should know
What should students be able to do (special skills)
Consolidation and development of general study skills
Types of training sessions
Demonstrations
Teacher control
Administration control

Example 3.

Lesson number
Lesson topic
What students should know
What students should be able to do
Type of training sessions
Updating the lesson topic	Under the guidance of a teacher
	On one's own
Learning new material	Under the guidance of a teacher
	On one's own
Consolidation and application	Under the guidance of a teacher
	On one's own
Control of knowledge and skills
Generalization and systematization
Equipment
Homework

The choice and use of a technological map is the right of each teacher at his own discretion.

To summarize, we can highlight the following:

The technological map allows you to plan the educational process in the system.
Allows you to create a general lesson structure, and applications can take into account the characteristics of each class, and even each student individually.
The technological map is a mobile lesson and thematic planning.
In the form of a technological map, you can draw up “Thematic lesson planning”

Groups of lesson objectives.

The birth of any lesson begins with an awareness of its goals. They determine the teacher’s system of actions in the upcoming lesson. The main logic of the lesson and its key points are thought out in advance as a way to achieve the goals.

Generally speaking, the goals of a lesson are understood as those results that the teacher expects to achieve in the process of joint activities with students during their training, education and development.

When preparing a lesson, it is necessary to determine the objectives of the lesson:

subject goals are assigned to a specific lesson,
goals focused on the development of the child’s personalityare assigned to an entire topic or section.

Subject goals may start with:

Create conditions for...
Provide conditions for...
Help in assimilation (consolidation) ...
Assist in the assimilation of...

Development-oriented goals

Child's personality:

1. Goals focused on the development of personal and semantic attitudes towards the academic subject:

To actualize students’ personal meaning in studying the topic;
Help students realize the social, practical and personal significance of educational material;

2. Goals aimed at developing students’ value-based attitudes towards the surrounding reality:

To promote students' awareness of the value of the subject being studied;
Help students realize the value of collaborative activities;

3. Goals related to ensuring the development of intellectual culture among schoolchildren:

Create meaningful and organizational conditions for the development of schoolchildren’s skills to analyze a cognitive object (text, definition of a concept, task, etc.);
Ensure the development of schoolchildren’s skills to compare cognitive objects;
To promote the development in schoolchildren of the ability to highlight the main thing in a cognitive object(definition of a concept, rule, law, etc.);
To ensure the development of schoolchildren’s skills to classify cognitive objects, etc.

4. Goals aimed at developing a research culture among schoolchildren:

To promote the development in schoolchildren of the ability to use scientific methods of cognition (observation, hypothesis, experiment);
Create conditions for schoolchildren to develop the ability to formulate problems and propose ways to solve them.

5. Goals related to the development of an organizational and activity culture among schoolchildren (a culture of self-management in learning):

Ensure that schoolchildren develop the ability to set goals and plan their activities;
Create conditions for the development of schoolchildren’s ability to work in time;
To promote the development in children of the skills to exercise self-control, self-assessment and self-correction of educational activities.

6. Goals related to the development of students’ information culture:

Create conditions for the development of schoolchildren’s ability to structure information;
Ensure that schoolchildren develop the ability to draw up simple and complex plans.

7. Goals related to the development of students’ communicative culture:

Promote the development of children's communication skills;
Ensure the development of monologue and dialogic speech in schoolchildren.

8. Goals aimed at developing the reflective culture of schoolchildren:

Create conditions for schoolchildren to develop the ability to “suspend” their activities;
To ensure that schoolchildren develop the ability to identify the key moments of their own or someone else’s activity as a whole;
To promote the development in children of the ability to step back, to take any of the possible positions in relation to their reality, the situation of interaction;
To ensure that schoolchildren develop the ability to objectify activities, i.e. translate from the language of immediate impressions and ideas into the language of general provisions, principles, schemes, etc.

Learning activity and its connection

With other forms of training

Subject purpose of the training session	Type of training session	Other forms
To create meaningful and organizational conditions for students’ perception, comprehension and initial consolidation... Organize student activities... Provide perception, comprehension and primary memorization...	A training session for the study and primary consolidation of new knowledge and methods of activity.	classic lesson; lecture; seminar; game forms; didactic fairy tale; etc.
Organize student activities to consolidate knowledge and skills...	A training session to consolidate new knowledge and methods of activity.	Seminar; laboratory work; research laboratory; pedagogical workshop; “wise men and women”; "Lucky case"; consultation
Organize student activities to independently apply knowledge, skills and abilities on the topic...	A training session on the integrated application of knowledge and methods of activity.	workshop; seminar; lesson - "Eureka" studies; labyrinth of activities; the game is a journey.
Provide systematization and generalization of knowledge on the topic...	A training session for generalizing and systematizing knowledge and methods of activity.	lecture; seminar; conference; discussion.
Provide verification, assessment and correction of students’ knowledge and skills	A training session for testing, assessing and correcting knowledge and methods of activity.	test; exam; review of knowledge; TV show.

Reminder for maintaining discipline in the classroom

Come to the office a little before the bell rings. Make sure everything is ready for the lesson, whether the furniture is beautifully arranged, whether the board is clean, whether visual aids are prepared, TSO. Be the last one to enter the classroom. Make sure that all students greet you in an orderly manner. Look around the class, be sure to look at the undisciplined children. Try to show students the beauty and attractiveness of the organizational beginning of the lesson, but strive to ensure that it takes less and less time each time.

Don't waste time searching for your subject's page in the class magazine. You can prepare it during recess; train the duty officers to leave a note on the teacher’s desk with the names of absent students.

Start the lesson with energy. Don't ask students: who didn't do their homework? This teaches you the idea that failure to complete a lesson is inevitable. It is necessary to conduct the lesson in such a way that each student is busy from the beginning to the end of the lesson. Remember: pauses, slowness, idleness are the scourge of discipline.

Engage students with interesting content and mental tension, control the pace of the lesson, and help the weak believe in themselves. Keep the entire class in sight. Pay special attention to those whose attention is unstable and who are distracted. Prevent attempts to disrupt work order.

Make requests and questions a little more often to those who can do something else during the lesson.

When motivating knowledge assessments, make your words business-like and interested. Give the student instructions on what he should work on and check the completion of this task. This will teach you to disciplined work. The student will get used to the fact that the teacher’s instructions must be followed.

Objectively evaluate the student's knowledge, use marks for behavior and diligence to evaluate behavior.

End the lesson with an overall assessment of the class and individual students' work. Let students feel a sense of satisfaction from the results of their work in the lesson. Try to notice the positive in the work of unruly guys, but don't do it too often and with little effort.

Stop the lesson with the bell. Remind about the duties of the duty officer.

Refrain from making unnecessary comments.

Get by without the help of others. Remember: establishing discipline may be the only area of teaching practice where help in the classroom is not beneficial.Ask the students themselves for help. An offender who is not supported by the class is easier to deal with.

Remember: where there are doubts about the rightness of the teacher, not to mention those cases when his guilt is undeniable, the conflict should be unleashed in favor of the students.

Remember the words of N.A. Dobrolyubova:

“A just teacher is a teacher whose actions are justified in the eyes of his students.”

Sample diagram of lesson self-analysis

What is the place of the lesson in the topic, section, course? How is this lesson related to the previous ones, how does it “work” for subsequent lessons? What type of lesson?

What are the characteristics of the actual learning capabilities of students in this class? What student characteristics were taken into account when planning this lesson?

What tasks were solved in the lesson: educational, educational, developmental? Was their relationship ensured? What were the main tasks? How are the characteristics of the class and individual groups of students taken into account in the tasks?

Was time rationally distributed at all stages of the lesson for questioning, learning new material, consolidation, analysis of homework (if the lesson is combined)? Logical connection between the stages of the lesson.

What content (concepts, ideas, positions, facts) is the main focus of the lesson and why? Is the most important thing highlighted in the lesson?

What combination of teaching methods was chosen to reveal new material? Justification for the choice of teaching methods (required!).

What combination of teaching forms was chosen to reveal new material and why? Is a differentiated approach to students necessary? What is the basis for differentiation? What was differentiated: only the volume or only the content, or the degree of assistance provided to students, or all together?

How was control over the acquisition of knowledge, skills and abilities organized? In what forms and by what methods was it carried out?

How were the classroom and teaching aids used in the lesson?

What ensured the high performance of schoolchildren in the classroom throughout the lesson?

How was a good psychological atmosphere maintained in the lesson, how exactly was the culture of communication between the teacher and the group of students, the class? How does a teacher behave in critical situations? How was the educational influence of the teacher’s personality implemented?

How and through what means was the rational use of time ensured in the classroom (and in homework) and the prevention of student overload?

Were other methodological options for conducting the lesson provided? Which?

Have you been able to fully achieve all of your goals? If it failed - why?

Indicators for assessing the quality and effectiveness of educational

Classes

(based on materials from T.I. Shamova and V.P. Simonov)

No.	Block	Indicators	Score in points (max 4)
	Personal Qualities of a teacher	Knowledge of the subject and general erudition
		Level of pedagogical and methodological skills
		Culture of speech, its imagery and emotionality
		A sense of tact and democracy in relationships with students
		Appearance, facial expressions, gestures
	Features of educational activities students	Cognitive activity, creativity and independence
		Level of development of general educational skills
		Availability and effectiveness of collective (group) forms of work during the training session
		Manifestation of discipline and organization in a given academic subject during class
		Scientific nature, accessibility and feasibility of the material being studied
		Relevance and connection with life (theories with practice)
		Novelty, problematic and attractiveness of educational information
		Optimal volume of material offered for assimilation
	Teaching Effectiveness	Rational use of class time, optimal pace of alternation and change of activities in class
		The feasibility of using visualization techniques and TSO
		Rationality and efficiency of methods and organizational forms of work
		The nature of feedback from students
		Monitoring the work of students and the content of requirements for assessing their knowledge, skills and abilities
		The degree of aesthetic impact of the activity on students
		Compliance with labor protection and safety rules during the lesson
	Goals and results of the lesson	Specificity, clarity and conciseness in the formulation of the purpose of the training session
		Reality, feasibility, complexity and achievability of the goal
		The educational effect of the lesson (what and to what extent the schoolchildren learned)
		Educational effect of the lesson
		Impact of the lesson on student development

PEDAGOGICAL ASPECT
ANALYSIS OF A TRAINING ACTIVITY
(based on materials from S.V. Kulnevich, T.P. Lakotsenina)

The pedagogical aspect of the lesson can be considered through the following components:

Lesson location in a lesson system on a topic or subtopic.
The correctness of setting the lesson goal
Lesson organization:

Lesson type;
Structure, sequence of stages and dosage over time;
Compliance of the lesson structure with its content and purpose;
Preparedness of the class for the lesson;
Forms of organizing student work: frontal, group, individual, etc.;

Lesson content:

Scientific nature of the material;
Correct selection of material and activities for different stages of the lesson
Connection of the material being studied with previously studied material. Repetition techniques;
Disclosure of the practical significance of the material being studied;
Interdisciplinary connections;
Teacher's speech: literacy, emotionality, lexical richness, scientific speech;

Lesson methodology:

Methods and techniques used by the teacher at each stage of the lesson;
Compliance of the methods used with the content and goals of the lesson, age and level of preparedness of students;
Setting the goal of the lesson for students and involving them in summing up the lesson;
Working with lagging students and students showing increased interest in the subject;
Knowledge assessment system;

Communication in class: tone, style of relationship, manner of communicating with the class and individual children.
Student work and behavior in class:

Activity of the class and individual students;
Students' interest in the materials being studied;
Attitude towards the teacher;
Discipline, organization
Students’ speech: literacy, emotionality, lexical richness, scientific speech, the ability to express and defend their point of view, the ability to ask questions.

METHODOLOGICAL ASPECT

ANALYSIS OF A TRAINING ACTIVITY

Main learning goal of the lesson:

The goal is formulated by the teacher in general terms or in the actions of students;

Achieving the goal in the lesson: at various stages, at the level of familiarization and comprehension, at the level of reproduction, etc. ;

Achieving the subject goal in the lesson;

Achieving a developmental goal in the lesson.

Methodological logic of the lesson

The structure of the lesson, its validity;

The expediency of time distribution, lesson timing;

The feasibility and nature of checking homework;

The nature of the teacher’s presentation of new material;

The nature of students’ perception of new material, the degree of their independence;

Development of general educational and special skills in students;

Teacher's assessment activities and students' self-assessment;

The nature of homework, ways of informing about homework;

Lesson effectiveness.

Using different learning tools:

Tasks of various nature, instructions, algorithms, supports (diagrams, models, illustrations, etc.);

Adequacy of the means used to the main goal of the lesson;

Efficiency of use of funds in a given class;

Proper use and combination of various teaching aids.

Using various methodological techniques:

The adequacy of this technique to the purpose and objectives of the lesson;

The validity of using this technique;

The effectiveness of using these techniques.

Using various organizational forms of training:

Individual,

Group,

Steam room,

Frontal,

Differentiated forms of work

Prevention of academic failure

1. An important condition for preventing failure in mathematics is the systematic, consistent study of program material by each student in the class:

establish connections between new material and previously studied material;
teach how to perform independent work according to a model;
provide timely assistance to students.

2. The next condition is that each student masters the necessary techniques for independent work.

Techniques for organizing students' educational activities

1. Methods of working with a mathematics textbook.

Well-organized and systematically conducted work in the textbook is one of the decisive conditions for students to acquire knowledge and skills in mathematics.

Reading mathematics textbooks must be specially taught.

Reading rules, definitions, statements of theorems after the teacher’s explanation.
Reading other texts after the teacher explains them.
Analysis of textbook examples after their explanation by the teacher.
Reading textbooks aloud by the teacher, highlighting the main and essential.
Reading the text by students and breaking it down into meaningful paragraphs.
Reading a textbook paragraph, drawing up a plan independently and students answering according to the plan.

It is necessary to teach how to use not only the text and illustrations of the textbook, but also its table of contents, notes and tables placed on the endpapers, annotations, and a subject index. Proper use of this textbook aid significantly speeds up the search for the required material in the textbook.

2. General method of working with the textbook.

1. Find the task by table of contents.

2. Think about the title. Those. answer the questions:

What will we talk about?
What do I have to learn?
What do I already know about this.

4. Highlight all incomprehensible words and expressions, find out their meaning (in a textbook, reference book, from a teacher, parents, friends).

5. Ask questions as you read. For example:

What are we talking about here?
What do I already know about this?
What should this not be confused with?
What should come of this?
Why is this being done?
What can this be applied to?
When and how to use?

And answer them.

6. Highlight (write out, underline) the main concepts.

7. Highlight the main properties of these concepts (rules, theorems, formulas).

8. Study the definitions of concepts.

9. Study their basic properties (rules, theorems, drawing).

10. Disassemble and understand illustrations (drawing, diagram, drawing).

11. Analyze examples in the text and come up with your own.

12. Conduct independent substantiation of the properties of concepts (derivation of a formula or rule, proof of a theorem).

13. Make diagrams, drawings, drawings, tables, etc., using your notations.

14. Remember the material using memorization techniques (retelling according to a plan, drawing or diagram, retelling difficult passages, mnemonic rules).

15. Answer specific questions in the text.

16. Come up with and ask yourself such questions.

17. If everything is not clear, note what is unclear and contact the teacher (parents, friends).

3. General organization of homework.

1. Understand the purposes of homework and their importance.

2. Familiarize yourself with the tasks, determine in what sequence it is best to complete them (alternating oral and written, easy and difficult).

3. Remember what you studied in class, look at the notes in your notebooks.

5. Complete written assignments.

4. What you need to know about the theory.

Basic provisions of the theory.
Experienced facts that served as the basis for the development of the theory.
Mathematical apparatus of the theory (basic equation).
The range of phenomena explained by this theory.
Phenomena and properties predicted by theory.

5. Algorithm for solving the problem.

1. Understand the content of the problem, establish what is unknown and what is given and what the condition is.

2. Draw a diagrammatic representation of the content of the task, breaking it down into parts according to its meaning.

3. Establish the relationship between these quantities and the required ones.

4. Express the numerical data of all unknown quantities in terms of known and designated quantities based on the patterns established between these quantities.

5. Based on the compared values, create an equation or system of solutions.

6. Check the solution to the problem in a way known to you (by creating an inverse problem, solving this problem in a different way, etc.)

6. How to solve a geometry problem.

Read the task conditions carefully.
Reading the condition a second time, establish a relationship between the numeric data.
Make a drawing according to the numerical data of the problem.
Write down the condition of the problem to the right of the drawing.
If necessary, perform additional constructions.
Think about what is needed to answer the question posed.
Using the conditions of the problem, the drawing and previously studied material, find the necessary elements.
Then determine the elements you are looking for.
When you have a general plan for solving a problem, write it down.
Accompany each action with brief explanations.
Do not write intermediate names.
See if the solution found satisfies the conditions of the problem.
write down the answer to the problem.
Think about whether the problem can be solved in another way.
Solve geometric problems starting with the main question.

7. How to prove the theorem.

To prove a statement means to move from its conditions to the conclusion using logical reasoning.

For this:

It is necessary first of all to know what the condition is and what the conclusion of the theorem is.
When starting the proof, highlight all points of the conditions and conclusions of the theorem and use the conditions of the theorem in full in your reasoning.
Replace each term with its definition.
Transform the conditions and conclusion of the theorem so that it is easier to prove.
Use analogies with proofs of well-known theorems.
Find other methods of proof.

tests

Tests are carried out to identify the levels of formation of the system of student knowledge qualities.
The topics of the tests are determined in accordance with the leading ideas of the academic subject or course.
After choosing a topic, it is necessary to determine the basic concepts, facts, laws that form the essence of a particular theory, the quality of assimilation of which must be tested.
When selecting the content of a test, it should be taken into account that in order to obtain objective information about the final result, it is necessary to test knowledge at the final stage of its assimilation.
When compiling assignments, you should proceed from the principle “from simple to complex.” Each previous task should help complete the subsequent one, and the subsequent one should prepare for the perception of new tasks and reinforce the previous one.
The following sequence of tasks is required:

A task to reproduce the definition of a concept or the formulation of a rule, law, theorem with the requirement to indicate all quantities included in the definition, law, etc.;
A task that requires students to apply knowledge according to a model based on the first task (tasks to solve problems using the formula, law, etc. reproduced in the first task);
A task of a constructive nature, during which the student has to use several algorithms, formulas, theorems, if they are given explicitly. When starting to complete such a task, the student must analyze possible general ways to solve problems, find characteristic features of a cognitive object, i.e. see a pattern in a changed situation;
A task of a creative nature, during which the student needs to find a way out of a non-standard situation.

The test can take 30-45 minutes

Bibliography:

“Preventing and overcoming indiscipline as a reason for schoolchildren to lag behind in learning”, Rostov-on-Don, 1972

“Organization of work with young specialists” (Methodological recommendations), comp. Belova V.A., Banina K.S., Moscow, 1984

Shamova T.I., Davidenko T.M. Managing the process of forming a system of student knowledge qualities. M., 1990

Yu.A. Konarzhevsky “Lesson Analysis”, M.: Center “Pedagogical Search”, 2000

Magazine "Zavuch" No. 3 - 2004

Sevruk A.I., Yunina E.A. “Monitoring the quality of teaching in school: Textbook. - M.: Pedagogical Society of Russia, 2004

M.L. Portnov. “Lessons of a beginning teacher”, M.: Education, 1993

“Initiative, creativity, search” - Information Bulletin, issue No. 14. compiled by Povalyaeva L.Yu., Belgorod 2002

T.I. Shamova, T.M. Davydenko Management of the educational process in an adaptive school./ M.: Center “Pedagogical Search”, 2001

Zavelsky Yu.V. How to analyze your own lesson, / magazine No. 4 – 2000, pp. 92-93

Zavelsky Yu.V. How to prepare a modern lesson (to help a beginning teacher), / magazine No. 4 – 2000, pp. 94-97

Gin A.A. Techniques of pedagogical technology: Freedom of choice. Openness. Activity. Feedback. Ideality: A Manual for Teachers. – 4th ed. – M.: Vita-Press, 2002

T.I. Shamova, V.A. Antipov, T.M. Davydenko, N.A. Rogacheva

“Management of the educational process at school based on teacher technological maps”, (methodological recommendations for school leaders and teachers), Moscow, 1994

Shamova T.I., Tretyakov P.I., Kapustin N.P. “Management of educational systems”: A textbook for students. higher textbook institutions / Ed. T.I.Shamova.- M.: Humanit. ed. VLADOS center, 2002.

Episheva O.B. Technology of teaching mathematics based on the activity approach: Book for teachers / O.B.Episheva. – M.: Education, 2003 (Teacher’s Library)

Manvelov S.G. Designing a modern mathematics lesson. Book for the teacher / S.G. Manvelov. M.: Education, 2002 – (Teacher’s Library)